A selection of English ESL active voice to passive voice, ppt slides

This presentation is created to show how passive voice sentences are made. Study it and do the activity at the end of the presentation and make your own sentences using each tense mentioned in the presentation

Let's Learn Passive Voice Tenses

This PowerPoint Presentation teaches students the structures of the passive voice: the use of the verb "to be" followed by the past participative. It also includes the two different structures of "advanced passive sentences" with verbs like claim, say, believe etc.

There is a table of the use of the verbs "have" and "get" in causative sentences.

The PPT is devided into three parts: passive, advanced passive and causative - each part is followed by a picture-based oral activity where students have to use the newly learnt structures to speak about the pictures.

Passive and Causative Structures

When to start teaching the passive voice?

This lesson is the first in a series of ten lessons about the passive voice. These ten lessons are great for helping students grasp this difficult concept. With that being said, you should avoid using this lesson with beginner students. Instead, it is great for pre-Intermediate students but can also be used with intermediate learners for a review.

If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Introducing the Passive Voice - Off2Class ESL Lesson Plan Download

This is a Powerpoint presentation created last year to work on the story of Jack the Ripper using the passive voice.

I usually work on that by the time of Halloween with my students in Year 9.

JACK THE RIPPER (PASSIVE VOICE)

For use in classrooms with a projector for displaying power point. This is a simple intro to Passive Voice leading into practice activities such as drills or worksheets. The teacher would embellish the slides with verbal examples. 

Passive Voice Intro - Power Point Slides

An in-depth explanation of the purpose of the passive voice, along with some examples and a game at the end. Helps students to understand not only how it is used, but why we use it too.

Passive Voice: Purpose and Examples (with game)

This projectable is about "The Butler", a movie that refers to landmarks and important figures of the US history. Teachers can work on the trailer and then, use this display to insist on the active and the passive voices. 

The Butler and the Passive Voice

Presentation about passive voice, including explanations and practice about when to use by+ agent, how to transform active voice sentences containing verbs with two objects, how to use the impersonal passive (it is said that...), and examples of the causative structure (have something done). It's aimed at Spanish Bachillerato students, so the audio is mainly in English and Spanish. The first part of this presentation was just an introduction about the structure and the basic uses which can be used for 4th year of ESO students; this one is more appropriate for Bachillerato.

Passive voice part 2

This powerpoint is about the common stereotypes about the French people. Pupils have to complete the sentences and use the active or the passive voice. Teachers can use the video entitled "clichés" on youtube before starting this activity.

CLICHES ABOUT FRENCH PEOPLE

The display is about cinema and movies. Pupils have to use the active and the passive voices as well as the simple past. They have to make sentences with the given information about the various movies (director, Producer, screewriter, starring, budget...). 

CINEMA AND MOVIES

Passive Voice game with question selection from A- B- or C. Learners need to select the correct question form.

The check button shows the correct one.

The choices are given to the learners. They only need to read out loud the correct one.

Passive Voice game with question selection

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

90 Active voice to passive voice, English ESL powerpoints